Peter Greene read an opinion piece defending Common Core in a major newspaper in Arizona. With a bit of googling, he discovered that the writer–Rebecca Hipps– lives in Washington, D.C., and works for an organization that sells Common Core teaching materials. What surprised him even more was that with the author’s concern for the state of public education, she said nothing about the punishing budget cuts that have decimated its schools (as well as higher education, which Governor Doug Ducey seems to want to get rid of along with public schools). Greene calls his post “Razing Arizona,” which is a clever pun on the name of a popular movie called “Raising Arizona,” by the Coen brothers.
He writes:
Arizona has cut public ed spending steadily since the late oughts, and they rank 50th in college per-student spending. It’s a wonder that Hipps did not bring this up, as it would seem that Arizona is a poster child for spending bottom dollar on education and getting bottom dollar results.
Greene points out that legislators are responding to public criticism by making it illegal for educators to engage in public discussion or debates:
At least Hipps is able to speak out at all. Arizona’s teachers, superintendents, principals and school board members have spoke up about the slash and burn methods of their state leaders, and the state leader response has been to float a law that will require them to shut up.
Arizona lawmakers have attached an amendment to Senate Bill 1172. It prohibits “an employee of a school district or charter school, acting on the district’s or charter school’s behalf, from distributing electronic materials to influence the outcome of an election or to advocate support for or opposition to pending or proposed legislation.”
On the one hand, it’s a good idea that Mrs. O’Teacher not give her class an hour of self-directed worksheets while she stuffs envelopes for the new ballot initiative. On the other hand, there’s that whole First Amendment thing. And the law is so broadly worded that I imagine a citizen asking a school district employee, “I’m really worried about the new proposed law cutting all money to public schools. Will that hurt our programs here,” and said school employee must reply, by law, “I cannot share any information about that with you.” Other critics of the bill fear that it would even prohibit any discussion of educational programs that directly affect children with those children’s parents.
And while I’m not concerned, exactly, I am curious– would this law also prohibit charter schools from advertising?
The law is clearly one more attempt to push educators out of the political world. No more informational letters to parents and voters. No more taking a public stand against assaults on school funding by the governor and legislators. Presumably no teacher or administrator in Arizona could write a response to Hipps’ op-ed– at least not with any indication that they were writing their response from the perspective of a public educator.
In their wisdom, legislators have decided that the biggest problem of public schools is not the lack of funding, but the surplus of discussion of their funding. Best to shut up the educators.

Diane, I’m wondering what state or states are most encouraging. Would really love to see a blog report card on the states. We can start with New York at F- (or maybe F+ — or higher — since the parents are being quite helpful there).
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Ohio Algebra Teacher,
The Network for Public Education has commissioned a report card, rating states by their support for public education. Should be ready soon.
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Excellent, Diane. Thank you.
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I choose to see this as a positive sign that we are getting the word out and that the ed deform movement is recognizing it. This is the kind of thing that might blow up in their faces.
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Hopefully, but if the (lack of) reaction to rules penalizing teacher speech in Utah are any indication, no one will notice or care.
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Meanwhile, educators in Seattle continue to take a stand against excessive testing:
http://saveseattleschools.blogspot.com/2015/04/ingraham-speaks-again.html
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Common Core testing is great. Why, all one has to do to know that is look at the PARCC Twitter account! Here’s an example of the rigor and lively debate:
“#CommonCore & #PARCC tests will help #LA students thrive”
It’s all like that. It’s all cheerleading opinion, presented as fact. Is anyone in government or ed reform actually evaluating this testing, or are we trusting the contractor to measure the value of their own program?
https://twitter.com/PARCCplace
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What’s been fun to watch is how ed reform groups switched from bashing or completely ignoring public schools to promoting CC testing in public schools.
Their interest in our schools seems to be limited to “the testing season” 🙂
Once these new tests are in the can do we go back to the national anti-public schools campaign? Can I expect a messaging shift in June or thereabouts?
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Common Core is an integral part of the attack on public schools. Make the tests so hard, raise the passing score so high, that students, teachers, and schools look like failures. Then step up the pressure for charters and vouchers. Both Jeb Bush and Joel Klein have said this. Read the report that Klein and Condi wrote for Council on Foreign Relations. They said our schools are a threat to national security, their solutions: 1) Common Core 2) charters and vouchers
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Rolling out Rice and Klein for the “national security threat” sales tactic was really a low point in ed reform sales pitches.
Particularly Rice, with her history. You’d think they’d avoid relying on the same people who sold the Iraq War to the public with a phony, trumped-up premise.. How is she credible on “threats”? Do they think we’ve forgotten the last time she relied on fear to sell something?
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Condi is now an education expert and is running Jeb Bush’s “Foundation for Educational Excellence,” which is funded largely by the tech industry to persuade schools that tech is the answer to “bad” teachers.
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How could this hold up in court?
At least it doesn’t stop teachers/concerned citizens outside AZ from:)
“distributing electronic materials to influence the outcome of an election or to advocate support for or opposition to pending or proposed legislation.”
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The law is a bit different up here in Utah (it’s school board policy, not a full law), but the lawyers at the Utah Education Association told me that the school board is within its rights to take action against the licenses of those teachers who suggest opting out, even on their own time. Apparently you give up free speech when you become a Utah teacher, as do the children of teachers. I was told that my children could not tell their friends about opting out, either.
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However, those who support Common Core and all of this testing CAN say whatever they want. At the same time I was being threatened for talking about opting out, there was a huge TV news report about how wonderful Common Core was. The main person interviewed was another teacher from my district.
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If you are a teacher angered by policies that suppress your freedom to function as a professional, be an informed protester !
And don’t be timid. The supporters of stupid policies are not timid.
I am not a lawyer, but teachers who protest need to be clear on the limits of their First Amendment rights. James Popham, a critic of current policies, and Margaret DeSander, a lawyer, remind teachers that legal protections for teachers are limited, especially if the policies are uniformly applied to all teachers. Teachers alone have little voice in changing the conditions under which they were hired and work. Popham, W. J. & DeSander, M. K. (2013, September 18). Unfairly fired teachers deserve court protection. Education Week, 33(4), 26-27.
An Ohio case (Evans-Marshall v. Board of Education of Tipp City, 2010) sent chills up my spine. The federal judge characterized the work of teachers as little more than “hired speech.” Teachers are thus required to follow the rules made by school boards on all sorts of matters. This case involved a high school English teacher who assigned a district-approved book that one parent objected to. An informative brief about this case that also includes a link to a VIP Supreme Court ruling on “teacher speech rights” is at http://legalclips.nsba.org/2010/10/28/high-school-teacher-does-not-have-first-amendment-right-to-make-in-class-curricular-decisions-regarding-selection-of-books-and-methods-of-instruction/
See also the following case that illustrates how the lines can be drawn on teacher protests so the result is positive.
This website is a great place to visit for many other reasons.
http://www.firstamendmentcenter.org/n-y-teacher-had-first-amendment-right-to-protest-in-parked-car
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Fortunately that bill failed…….this year.
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Each day I read more and more examples of how state legislators and the US Congress ignore the will of a majority of the people. This morning I read about how the Florida state legislature is defunding the twice-passed class size amendment to our state constitution because they have been unable to convince the voters to kill it. I saw in the past couple of weeks several incidents of legislators belittling, insulting, and mocking constituents who are their bosses!
At some point we will have to fight to regain our country from the oligarchs. At what point will you be angry enough to say “ENOUGH!” and join the fight?
We citizens have to acknowledge that those who serve in government, at our pleasure and with our consent, are corrupted beyond redemption. Thomas Jefferson spoke of this kind of situation. Our forebears knew what to do. Are we strong enough to take back our country, our government, and our schools? The fight will not be easy and there will be casualties but we must be willing to water the tree of freedom, as Jefferson warned.
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They’re doing the same in WA State. The legislature suspended our previous class size initiative as well as the teacher COLA initiative. (No COLA for teachers in 6+ years, prior to the initiative, it had been something like 10 years). Now they are looking to suspend our most recent class size intiative, 1351, which passed by a much larger margin than the Gates-purchased charter school intiative, 1240, which they aren’t touching.
They say there is no money to support smaller class sizes or teacher COLAs, but they can give $6 billion in tax cuts to Boeing to move more jobs from the state, pay for charters, and give themselves a raise (a legislator in WA State makes more money than a new teacher and works considerably fewer days). Ideology trumps the will of the people no matter who’s in charge. And accountability? That’s just for teachers, not for legislators or legislatures.
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If you want an objective measure of how much national ed reformers in DC value public schools, ignore the rhetoric about how they’re “agnostics” and look at the legislation they promote.
Federal funding for new charter schools FLEW thru Congress. Politicians couldn’t pump money into building new charter schools fast enough. Compare that with the Congressional debate on public schools- it was all stern scolding and threats of new tests for our kids and our teachers.
They can’t be bothered to re-work NCLB, a law that affects every public school kid in the country, but they can join together “across the aisle” and promote and fund charter schools! Priorities! They somehow manage to get the job done for the “sector” they prefer, I notice. Meanwhile, our kids get an exciting new testing regime, and less funding.
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crossposted origianl blog http://www.opednews.com/Quicklink/CURMUDGUCATION-Razing-Ari-in-Best_Web_OpEds-Funding_LEADER_Law_Legislation-150405-523.html#comment540119
with this comment
Here is the future of education, as LEGISLATURES take over the INSTITUTION OF PUBLIC EDUCATION:
And look at this proposed law , helped into the legislature by Walton money, which they tried to pass, which would’ve made it possible to fire any teacher ‘at will’ like a Walmart employee, with no access to due process.
https://dianeravitch.net/2015/03/16/max-brantley-follow-the-walton-money-in-arkansas/Max
Diane Ravitch says: ” “It’s monumental legislation that would make all school teachers and administrators fire-at-will employees without due process rights. It would destroy the last remaining teacher union contract in Arkansas. It allows for the permanent end of democratic control of a school district or those portions of it privatized. It would capture property tax millage voted by taxpayers for specific purposes, including buildings, and give them to private operators. It would allow seizure of buildings for private operators at no cost.”
Then, when they control the schools, here is who can re-write history
Submitted on Sunday, Apr 5, 2015 at 9:46:02 AM
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If the public funds something, creates an asset, can they sure their lawmakers if the lawmakers give the asset to a private company?
The current crop of lawmakers are just that: current. They didn’t create these systems, and the assets don’t belong to them. We made the investment. If they make lousy deals for us, where we had a publicly-owned system and they exchange it for a system of private service providers (which is a rip-off and a bad deal) can we get the public property they recklessly traded away back?
This is generations of public investment they’re giving away. Should we lose it all because we have feckless and captured lawmakers right now? We’ll all still live in these places after the “disruption” crowd are long gone, off to their next career opportunity.
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Several points should be made clear here:
1. Raising the ‘national security’ threat bogeyman as an imperative for test-based public school “reform” – as Condi Rice and Joel Klein did in the Council on Foreign Relations report – is nothing new. That was the whole premise of ‘A Nation at Risk,’ the Reagan-era propaganda piece that set in motion ‘standards-based “reform” and all the nonsense that followed. As I’ve noted her on occasion, the Sandia Report took apart the accusations of ‘A Nation at Risk’ and concluded it was inaccurate. But that report was suppressed at the George H.W. Bush’s Department of Education. As Tienken and Orlich (2013) explained, “Bush needed to pin the recession on something other than faulty trickle-down economic policy.”
2. The suppression of that report matters. It had consequences. As David Berliner and Bruce Biddle put it in ‘The Manufactured Crisis’ (1995), “The trouble with suppressing evidence is that it leads to policy errors that can ruin people’s lives…” And anyone who’s been in or observed what’s happened in public schools over the last three decades knows the changes that have been forced into effect by bad policy decisions. These are the same bad policies that get discussed regularly on this site.
3. The Common Core is a reiteration of ‘A Nation at Risk.’ Before it was scrubbed from the Common Core website, it’s rationale was more rigor for schools because it was necessary for “economic competitiveness” as the means to national security. The problem – the same now as it was in the era of ‘A Nation at Risk’ – is that it’s completely untrue. It’s important to note that both the U.S Chamber of Commerce and the Business Roundtable are avid supporters of Common Core (and were also intense lobbyists for supply-side economic policies that built up huge budget and trade deficits and ballooned the national debt).
4. The teacher cited by Peter Greene in his piece is an America Achieves Fellow. She touts it on her Twitter account (https://twitter.com/reebs1770). America Achieves was founded by Jon Schnur, who also co-founded New Leaders for New Schools. When New Leaders was created, it was closely tied to KIPP, Teach for America, and McKinsey. America Achieves is funded by, among others, the Gates Foundation, and by the Arnold and Kern Foundations. Gates has funded the Common Core. The right-wing Arnold Foundation supports avidly the privatization of public pensions. The Kern Family Foundation is based on what it calls “the traditions of free enterprise…ordered liberty and good character.” Maybe someone should inform Wall Street.
4. Major players in the development of the Common Core included ACT, Inc, and the College Board. Both of these organizations are fully committed to it. They have aligned all of their products to it. No one can be in favor of the ACT, the PSAT, SAT, Advanced Placement – not to mention STEM (science, technology, engineering, math) initiatives – and be opposed to Common Core. They are all part-and-parcel of the same thing.
5. Educational organizations –– from the AFT and NEA to the national PTA and ASCD, from the American Association of School Administrators (the association of school superintendents, which named Beverly Hall as “superintendent of the year” in 2009, crediting her “significant gains in student achievement over the past 10 years.”) to the National association of Elementary School Principals –– have failed public education miserably. They have been – are – to sound public schooling what Rolling Stone magazine – with its UVa rape story – is to sound journalism.
6. Back to Jon Schnur, at America Achieves:
Schnur sends his kids to The Edgemont School, in Montclair, New Jersey. Edgemont is a very small (about 300) magnet Montessori school that believes “in educating the whole child to the fullest potential through the Montessori principles of student-centered/learner-friendly practices in a peaceful academic environment that fosters the cognitive, social, physical, and emotional development of the child.”
At Edgemont – which claims its Montessori philosophy and practices are fully “aligned with the Common Core State Standards” – about half the students are white, and about 5.3 percent of students are economically disadvantaged, down more than 2/3 what it was several years back. There is a huge learning gap between whites and minorities and between economically advantaged and disadvantaged students.
Using the “accountability” metrics that Schnur advocates, the school is mediocre. The New Jersey state report cards says this:
“This school’s academic performance is about average when compared to schools across the state. Additionally, its academic performance is about average when compared to its peers. This school’s college and career readiness lags in comparison to schools across the state. Additionally, its college and career readiness lags in comparison to its peers. This school’s student growth performance is about average when compared to schools across the state. Additionally, its student growth performance is about average when compared to its peers.”
One has to wonder why Jon Schnur’s “expertise” is not working miracles there. Or maybe Schnur is just a hypocrite. If he is, he’s got plenty of company.
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